This study aims to comparatively examine the subject of "natural disasters" in the science curriculum taught since 1969, which is the curriculum in which science courses are taught in secondary schools under the name of "Science" as a single course. We collected the research data from the science education programs taught in 1969, 1977, 1992, 2000, 2005, 2013, and 2018. We examined science education programs by obtaining written and visual materials as the primary data source during the research process. While doing the research we used the document review method, one of the qualitative data collection methods. The data were analyzed using the content analysis method. According to the findings obtained out of research we can state that the achievements of the natural disasters in the programs of 1969 and 1977 are the same and that natural disasters are internal forces that change the shape of the earth's crust. It is noteworthy for the first time in 1992, "earthquake belts and precautions" were included in the science program within the scope of the movement of the earth's crust. In the 2000 curriculum, it is seen that natural disasters are associated with nature-induced deterioration. In the 2005 program, it was determined that the concepts of "erosion and earthquake" were the most detailed. It has been observed that the natural disaster achievements in the 2013 curriculum are based on the previous curriculum. It is seen that in the 2018 program, it was generalized as destructive natural events caused by natural processes, and the part of concept of "earthquake", which was part of the previous program in detail, was removed.